Fostering University Students’ Engagement in Teamwork and Innovation Behaviors through Game-Based Learning (GBL)

Pilar Martín-Hernández,Juan Luis Azkue-Beteta,Luis Cantarero,Ana I. Gil-Lacruz,Eva M. Lira,Marta Gil-Lacruz

doi:10.3390/su132413573

Pilar Martín-Hernández, Juan Luis Azkue-Beteta + Show 4 more

Open Access

https://doi.org/10.3390/su132413573

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Journal: Sustainability	Publication Date: Dec 8, 2021
Citations: 12	License type: CC BY 4.0

Affiliation: Universidad de Zaragoza

Abstract

Higher Education Instituions (HEIs) should be the driving force behind the training of college students in terms of both hard and soft skills (for example, innovation and teamwork competencies), and they should also do so without neglecting their health and well-being, perhaps more than ever in these complex times of the SARS-CoV2 pandemic. Game-based learning (GBL) could be a powerful and useful tool in this regard. There is, however, some controversy surrounding the use of games for learning purposes in higher education institutions, and most of the research done about this issue corresponds to GBL through digital games. Under this background, the main objective of this study was to test the effect of GBL on the intrinsic motivation (IM), teamwork engagement (TWE), team building (TB), teamwork competence (TWC), and innovation behaviors (IWB) of 142 college students of Health Sciences and Social Work. After rehearsing in small groups, the game was tested (T2). Our results obtained through the differential analyses confirmed that undergraduates were more intrinsically motivated, experienced more TWE, TB, and TWC, and developed more IWB than before playing the game (T1). Therefore, the development of core personal skills might be promoted effectively by games in an efficient, engaging, and motivating way.

Highlights

Innovation is at the forefront of sustainable social and economic development
This study analyzed the effect of game-based learning (GBL) on Intrinsic Motivation (IM), Teamwork Engagement (TWE), the experience of Team Building (TB), confidence in their own skills to work in teams efficiently (TWC) and Innovation Work Behavior (IWB) of college students
Our findings showed that GBL constitutes a powerful tool for Higher Education Instituions (HEIs) in the training of valuable soft skills, such as teamwork competence and innovation

Summary

Introduction

Innovation is at the forefront of sustainable social and economic development. The intentional introduction of new ideas, new products, or new ways of doing to obtain an improvement that implies innovation [1] has been linked to a wide set of beneficial effects both at the organizational and social levels. Economic growth and financial development [2], rapid response to emerging challenges [3], and even overcoming crises [4,5] are some of these potential positive results of innovation It is in the individual where organizational innovation capability largely resides. Could outweigh its costs [8] Not surprisingly, both innovation and well-being are two important sustainable development goals (SDG) included in the 2030 Agenda for Sustainable Development, which was defined, and adopted by 193 countries around the world in September 2015. Both innovation and well-being are two important sustainable development goals (SDG) included in the 2030 Agenda for Sustainable Development, which was defined, and adopted by 193 countries around the world in September 2015 This agenda, which involves individuals, companies, universities, nongovernmental organizations (NGOs), and governments, and constitutes an ambitious

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